open suny institutional readiness an institutional approach to ensuring online program quality...

Open SUNY Institutional Readiness

An institutional approach to ensuring Online Program Quality

Martie DixonAssistant Academic DeanDistance Learning Erie Community College

Kim ScalzoSUNY Center for Professional Development and Open SUNY Campus Partnerships

Agenda

• Welcome/Introductions

• Campus Update

• Open SUNY Update

• What is Open SUNY Institutional Readiness

• Wrap-Up/Next Steps

Campus Update

Institutional Readiness Visit, 2015

Background:– Over 10% of sections online– 2nd in Bachelor’s Degrees– Off-term (1,300 and 1,743)

• Degree completion & student mobility– Institutional Capability Review (Quality Scorecard)

Historical Goals: • Minimize distinction

– Track student success

• Support mission and strategic planning• Reach enrollment goals

Best Practices: Course Review Process Student and Faculty Support Online Learning Advisory Committee (OLAC) Business/Incentive Model for Off-Term Polices & Procedures

Priorities & Opportunities:

Quality Grow enrollment Grow partnerships Scale support services Improve accessibility Provide online proctoring Others?

Campus Involvement:

Librarian Content Specialist Group 2 COTE Fellows (Center for Online Teaching Excellence) Faculty Supports Metrics Working Group Monthly Open SUNY Campus Coordinator meetings Wave 2 Concierge meetings Open SUNY Marketing Team-PR

Introductions

• Name

• Organization

• Role

• What do you think is the most important factor for ensuring quality in online learning?

SUNY Canton Update

• Current activities in online learning

• Future directions/plans for online learning

• Anything else you want to share

Open SUNY Update

• Open SUNY+

• Questions/discussion

Open SUNY Vision

SUNY must respond by working together to raise the bar on our online-enabled education efforts. Open SUNY is our common response

Open SUNY aims to provide students with the nation’s leading online learning experience. Open SUNY aims to draw on the Power of SUNY and support campuses and faculty to:

▪ Dramatically expand access to higher education

▪ Raise completion rates

▪ Prepare students for success in their lives and careers, and contribute to the economic success of New York State and beyond

A cross-system collaboration to create initiatives and services that support campuses and faculty in enhancing online-enabled education to improve student access, completion and success

Open SUNY WILL…

▪ Be a set of initiatives and services

▪ Enhance our joint capabilities and offerings in online-enabled education

▪ Acknowledge and build upon successes and ongoing efforts of your campuses

▪ Provide attractive opportunities for campuses while respecting their autonomy

Open SUNY WILL NOT…

▪ Be a new campus or serve as a degree-granting entity

▪ Change the authorities of Presidents or other campus leaders

▪ Alter, undermine, circumvent or otherwise change existing governance processes or models

▪ Establish a set of mandates for campuses or faculty to conduct online education

Campus and system-wide

initiatives andsupportsStudent

supports

24/7 servicehotline

Onlineacademictutoring

Libraryand open

educationalresources

Studentcomputerprogram

Academicinitiatives

Lab fornew modelsin teaching

and learning

Affordablebroadband

for NYS

Revenueand costmodels

Universalsign-on

Onlinereadiness

assessment

Policyarchitecture

Open SUNY

NY State

SUNY

Prior learning

assessment

High-needsdisciplines

Generaleducation

SignatureSUNY

programs

Skillremediation

Offeringspowered byOpen SUNY

Open SUNYinfrastructure

Educationalresources

Competency-based

learning

Credit-bearing

third-partycontent

Open SUNYGlobal

ePortfolio

Open-SUNY.edunavigator

Creditsand financialaid acrosscampuses

Studentserviceshotline

Experientiallearning

Explorationcourse

Studentonline

experience

Faculty supports

Research &innovation

Facultyprofessionaldevelopment

in onlineeducation

CoursesupportsCommunity

of practice Competencydevelopment

Open SUNYLearning

Commons

24/7 servicehotline

Institutionalpathways &readiness

Studentconcierge

Enrollmentmarketing

Monitoringand

continuousimprovement

Stakeholderengagementand commu-

nications

Fundersand

partners

CompleteSUNY

IT enablers

Legal andcompliance

policies

Identification& verification

Workforcedevelopment

Digital DNA

Stud

ents

&

facu

lty▪ Personalized student services to minimize time to degree and promote

student success

▪ Engaging learning experiences based on industry-relevant content in “High Needs” or “High Demand” areas

▪ Comprehensive faculty support to ensure quality in course design, development, and delivery

▪ Robust technology environment for online learning and effective/innovative uses of technology enablers in all aspects of the online program

▪ Institutional commitment to quality assurance for online learning

▪ Assessment of program effectiveness to enable continuous quality improvement

▪ Strategic commitment to growth supported by robust financial model to ensure scalability of resources as enrollments grow

Insti

tutio

n &

in

fras

truc

ture

1

2

3

4

A+5

6

7

Open SUNY+ Signature Elements

High Needs Programs

Networked Approach to Building Open SUNY

▪ BS in Nursing

▪ MBA

▪ MBA in Health Services Administration

▪ BS in Business, Management, and Economics: Human Resources Management

▪ BS in Science, Mathematics, and Technology: Information Systems

▪ BS in Electrical Engineering

▪ Tourism Management, AAS/AS

▪ Clinical Laboratory Technician, AAS

Open SUNY+ Wave I Partner Programs

Open SUNY+ Wave II Partner Programs

17 Campuses

56 Programs

Certificateto

Masters

What stigma? New Yorkers have positive attitudes about online learning

Students want you: People are most interested in online learning provided by traditional colleges

Not your typical student: 70% of the segments most attracted to online learning are between the ages of 25 and 44More Mastery: People are most interested in online Bachelors and Masters, a relatively small part of SUNY’s offerings

They just don’t know it: Strong awareness of SUNY in New York State does not translate into strong awareness of SUNY or its campuses as an online provider

Give them the business: Students most want online business degrees

Hiding in plain sight: Potential students use on search and college websites to get information about online learning

Strong where it counts: SUNY’s brand outpaces its competitors in the factors that matter to school brand…but weak where we’re strong: SUNY is incredibly affordable, but doesn’t always get credit for it

Where there’s a need… Millions of New Yorkers have no degree, but want one badly

Open SUNY “top 10” insights

Open SUNY will also benefit campuses without degrees powered by Open SUNY+Elements of Open SUNY that benefit all campuses

Attracting students

Onlinereadiness

assessment

Open-SUNY.edunavigator

Engagement:Potentialstudents

Supportingfaculty

Open SUNYLearning

Commons

Research&

innovation

Enhancing student experience and completion

Experientiallearning

Developing programs and institutional capability

Open SUNYinfrastructure

Identification& verification

Institutionalpathways &

readiness

Competencydevelopment

Communityof practice

Questions?

What is Open SUNY Institutional Readiness?

• Goal, Process and Outcomes

• OLC Quality Scorecard

• Roles of Campus and Open SUNY Teams

Open SUNY Institutional ReadinessGoal: Increase the capacity of campuses to ensure quality and success in online

learning across the system, by:

Increasing awareness of campus leadership of what it takes to ensure quality and success,

Facilitating self-assessment to identify campus best practices and determine where gaps exist that need to be closed;

Facilitating implementation planning to ensure that best practices are sustained and ensure that gaps will be closed; and

Enabling benchmarking and the sharing of best practices between campuses for ongoing continuous quality improvement across the SUNY system.

Quality Premise

Distance Learning Quality in higher education is dependent upon the existence of an organizational entity with responsibility and accountability for program management, support, and policies/procedures.

Quality Management

• Requires internal analysis against a recognized standard.

• Supported by external comparisons with other similar organizations.

• Facilitated by a consistent process and set of tools to document status and show progress over time.

Quality Management Process

Provide Demographic

Data

Self-Assessment

Document Evidence

Analyse Strengths and

Identify Development

Areas

Benchmark

Develop/ Improve

Start here

Quality Management Process & ToolsProvide

Demographic Data

Self-Assessment

Document Evidence

Analyse Strengths and

Identify Development

Areas

Benchmark

Develop/ Improve OLC Quality

Scorecard

Best PracticesTemplate

BenchmarkingDemographic

DataStart here

Self-Assessment ToolOnline Learning Consortium (OLC) Quality ScorecardQuality Framework

75 indicators across 9 categories:• Quality Institutional Support • Technology Support • Course Development and

Instructional Design • Course Structure • Teaching and Learning• Social and Student Engagement • Faculty Support • Student Support • Evaluation and Assessment

Campus Consulting Engagement Process

Overview of Process and Campus Commitment/Expectations1-2 hours (virtual or on the campus)

Engagement with Campus Leadership and could include Campus Community▪ Campus background and strategy/

goals for online learning▪ Update on Open SUNY and

discussion of campus role▪ Review of OLC Quality Scorecard -

Nine categories of quality and 75 indicators

▪ Outline process and time frame for deliverables

Self-Assessment1 day (on the campus)

Engagement with Campus Leadership Team▪ Individuals complete

self-assessment▪ Facilitated discussion

to determine consensus ratings

▪ Identify best practices▪ Identify areas where

gaps need to be closed to meet requirements of quality indicator

Implementation Planning1 day (on the campus)

Engagement with Campus Leadership Team▪ Individuals document best practices▪ Individuals identify possible actions

to close gaps▪ Proposal from Leadership Team to

President for comprehensive implementation plan:– Org structure – Sustain best practices– Close gaps– Benchmarking– Continuous Quality Improvement

Who is Involved?• Provost

• Chief Financial Officer

• Chief Information Officer

• Chief Student Affairs Officer

• Faculty Governance Leader

• Program Director(s)

• Distance Learning Leader

• Library Director

• Institutional Research Coordinator

• Academic Leadership (Deans/Dept Chairs)

• Others Possible

Campus Leadership Team

Roles – Campus Team and Open SUNY Team

• Attend three sessions on campus• Complete Self-Assessment• Participate in consensus discussions• Contribute to documenting best practices• Contribute to identifying options for

closing your gaps• Contribute to the development of your

campus implementation plan• Ask questions along the way• Balance your roles in leading your

respective areas and as a member of the overall campus leadership team

Campus Team• Facilitate the three on-campus sessions• Collect, compile, and summarize your

input• Provide all documents, templates, and

instructions prior to and following each session

• Provide input/feedback as needed• Facilitate consensus decision-making to

keep the process moving• Ask questions to clarify/ensure

understanding• Solicit input/feedback along the way

Open SUNY Team

• Quality of online education is always in question.

• How do we determine online program quality?

Kaye Shelton, Ph.D. former Dean of Online Education for Dallas Baptist University and currently Associate Professor, Educational Leadership, Lamar University

OLC Quality Scorecard

OLC Quality Scorecard

Institute for Higher Education Policy National Education Association report, Quality On the Line: Benchmarks for Success in Internet-Based Distance Education (2000) http://www.ihep.org/Publications/publications-detail.cfm?id=69

• Identified 24 benchmarks that are essential to ensure quality in Internet-based distance education.

• These 24 IHEP standards were used as the starting point for the study that resulted in the OLC award-winning and endorsed Quality Scorecard.

http://www.ihep.org/Publications/publications-detail.cfm?id=69

Quality Scorecard Development Process

• Delphi Research method was used.

• Panel of experts was identified by Online Learning Consortium and consisted of online education administrators in higher education.


Results of process - 9 areas of quality/75 indicators• Quality Institutional Support • Technology Support • Course Development and Instructional Design • Course Structure • Teaching and Learning• Social and Student Engagement • Faculty Support • Student Support • Evaluation and Assessment

Quality Scorecard: Guidelines for Scoring9 areas of quality/75 indicators• 0 points = Don’t Know/Deficient. The administrator does not observe any

indications of the quality standard in place. • 1 point = Developing. The administrator has found a slight existence of the

quality standard, but difficult to substantiate. Much improvement is still needed in this area.

• 2 points = Accomplished. The administrator has found there to be moderate use and can substantiate the quality standard. Some improvement is still needed in this area.

• 3 points = Exemplary. The administrator has found that the quality standard is being fully implemented, can be fully substantiated, and there is little to no need for improvement in this area. (NOTE: You must be able to say the criteria is met completely across the campus)

Category 1: Institutional Support

Quality Scorecard Indicators of Institutional Support:

1. Governance structure enables clear, effective and comprehensive decision making.

2. Student authentication policies and guidelines exist.

3. IP policy - Ownership policy for online course materials is publicly available.

4. Strategic value of online education is defined and communicated to enterprise and stakeholders.

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Category 1: Institutional Support

Quality Scorecard Indicators of Institutional Support:

5. Organizational structure of online program supports mission, values, and strategic plan.

6. Strategic plan is reviewed for relevance and periodically updated.7. Planning and resource allocation process is in place.8. Sufficient resources are allocated to support program effectively.9. Governance structure enables continuous improvement related

to the administration of online education.

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Category 2: Technology Support

22 Quality Indicators of Technology Support:

1. A documented technology plan with security measures is in place. 2. Technology delivery systems are reliable and operable with

measurable standards being utilized. 3. There is a central support system for online ed. infrastructure.4. Online course delivery technology is considered a mission critical

enterprise system.

Category 2: Technology Support

22 Quality Indicators of Technology Support:

5. A contingency plan for data availability & support services is in place.6. The development/use of new technologies & skills is supported. 7. Systems comply with established data management practices for

power protection, backup solutions, disaster recovery, etc.

Category 3: Course Development & ID

33 Quality Indicators of Course Development & Instructional Design:1. Minimum standards for design, development, and delivery are

followed. 2. Course embedded technology actively supports the achievement of

learning outcomes and content delivery.3. Instructional materials/syllabi are reviewed periodically to ensure

they meet course and program learning outcomes.4. A course development process is followed that ensures courses are

designed to meet measurable learning outcomes at course & program level.


33 Quality Indicators of Course Development & Instructional Design:

5. Permissions (Creative Commons, copyright, etc.) are in place for appropriate use of online course materials.

6. Course assignments are reviewed periodically to meet online course and program learning outcomes.

7. Student-centered instruction is considered during the online course development process.

8. There is consistency in course development for student retention and quality.


33 Quality Indicators of Course Development & Instructional Design:

9. Courses are designed for faculty-student engagement.10. The program has a process to evaluate and recommend current

and emerging technologies.11. Usability tests are conducted and recommendations based on

WCAGs are incorporated.12. Curriculum development is a core responsibility for faculty.

Category 4: Course Structure

44 Quality Indicators of Course Structure:1. Students have access to an online course syllabus that details all

aspects of the course, including course information and requirements, in advance of registration.

2. Online students have access to library/learning resources (tutoring, writing center, labs, etc.) to adequately support online courses.

3. Grading expectations, faculty response time, & assignment instructions are provided.

4. Access to technical support for students is clearly provided in the course.

Category 4: Course Structure

44 Quality Indicators of Course Structure:5. Instructional materials are easy to access and to use, and can be

accessed by multiple operating systems and applications.6. Students with disabilities have easy access to material via alternative

strategies. 7. Student to student collaboration is encouraged, supported, and

technically facilitated in course activities, assignments, etc.8. Rules/standards for appropriate online student behavior are provided

within the course.

Category 5: Teaching & Learning

55 Quality Indicators of Teaching and Learning:

1. Student-student and faculty-student interaction is essential, encouraged and facilitated.

2. Faculty provide constructive and timely feedback.3. Students learn appropriate methods for effective research. 4. Students have access to library professionals and resources.5. Instructors use specific strategies to create a presence in the course.

Category 6: Social & Student Engagement

66 Quality Indicators of Social and Student Engagement:

1. Students are provided a common space for student interaction outside the course.

Category 7: Faculty Support

77 Quality Indicators of Faculty Support:

1. Technical assistance is provided for faculty for both online course development and online teaching.

2. Faculty receive training, assistance, and support to prepare for course development and teaching online.

3. Faculty receive training and materials related to Fair Use, plagiarism, & other relevant legal and ethical concepts.

Category 7: Faculty Support

77 Quality Indicators of Faculty Support:

4. Ongoing professional development is provided for faculty to continuously improve their online teaching and learning.

5. Clear standards are established for faculty regarding online teaching expectations (e.g., response time, contact information, etc.)

6. Faculty are informed about emerging technologies and the selection and use of new tools.

Category 8: Student Support

88 Quality Indicators of Student Support:

1. Before starting an online program, students are advised about what it takes to be successful online.

2. Before starting an online program, students are advised about minimum technology, skills, and equipment required by course design.

3. Before starting an online program, students receive clear information about the program.

4. Training and information on how to access and use library materials and resources are provided during the course/program.



5. Technical assistance and support are provided during the course/program.

6. Support personnel are available to address student questions, problems, bugs, feedback, etc.

7. Students are provided effective academic, personal, & career counseling.



8. FAQs are provided to respond to students’ most common questions on online education.

9. Non-instructional support services such as admission, financial assistance, registration/enrollment, are provided.

10. Policy, processes, and resources are in place to support students with disabilities.



11. Course material information including ISBN numbers and delivery modes are provided prior to course enrollment.

12. Program demonstrates a student-centered focus rather than trying to fit existing on-campus services to the online student.

13. Engagement with program & institution is facilitated for online students.



14. Institution provides guidance/tutorials in use of all forms of technology used for course delivery.

15. Tutoring is available as a learning resource.16. Students are provided clear information for enlisting help from the

institution.

Quality Indicators of Evaluation and Assessment:

1. The program is assessed through an evaluation process that applies specific established standards.

2. A variety of data is captured for continuous programmatic improvement.

3. Intended learning outcomes at the course and program levels are reviewed regularly.

4. Faculty and student support services are systematically assessed.

Category 9: Evaluation & Assessment

99


99 Quality Indicators of Evaluation andAssessment:

5. A process is in place and followed to assess student retention in online courses and programs.

6. A process is in place and followed for the assessment of recruitment practices.

7. The program demonstrates ADA compliance.8. Course evaluations collect feedback on the effectiveness of

instruction in relation to faculty performance evaluations.


99 Quality Indicators of Evaluation andAssessment:

9. A process is in place and followed for the institutional assessment of faculty online teaching performance.

10. A process is in place and followed to assess stakeholder satisfaction with the online program.

11. Course evaluations collect student feedback on quality of online materials.

Approach• Identify key leadership and/or stakeholders for the organization who

will conduct the self-assessment as a team.

• Individuals should know enough about the programs, operations, and university policy/procedures to rate the campus on the indicators.

• Individuals provide their ratings for each of the indicators from their perspective.

• Individual responses are compiled to show where the range of responses for the group.

• There is facilitated group processing of the inputs to get consensus ratings and document evidence.

Conducting the Self-Assessment


Benefits to Group Approach

Develop a common understanding across the group of actual strengths and weaknesses.

Greater understanding by each person of how all aspects of the organization or program support really function.

Broader perspective for individuals that will factor into future interactions and decision-making.

More informed future decision-making with true understanding of the implications on quality assurance


Integration with Strategic Planning

Self-Assessment can serve as input to a SWOT Analysis.

Benchmarking can help inform future strategic directions.

Annual goals can be derived from 1s and 2s against a Vision

and Mission.

When the self-assessment is conducted annually, progress

toward goals can easily be demonstrated and documented.

Processing Group Input– Review the summary of the group ratings and discuss rationale for

individual ratings.

– As a group, determine a consensus rating for the team for each indicator.

– In determining the consensus rating, we will solicit evidence for individual ratings.

• This will help generate the group’s consensus rating.

• It will begin to identify your best practices.

• It will also begin to identify your gaps and the actions you can take to improve going forward.


Next Steps

• Next Steps/Timeline

• Individual ratings submitted to Penny Wilson [[email protected] ] by ____________.

• Session 2 to determine consensus ratings with best practices and gaps scheduled for _________.

• Best practices and options for closing gaps submitted to Penny.• Session 3 to develop recommendations for implementation plan

scheduled for _________.• Implementation plan submitted to Penny.• Feedback on implementation plan provided to campus team.• Feedback to Alex/Kim/Penny on Institutional Readiness process is

welcome throughout.

mailto:[email protected]

open suny institutional readiness an institutional approach to ensuring online program quality...

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